Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/30658 |
Resumo: | Rural education is originates on the mobilization and pressure of social movements, in particular the Landless Workers Movement (MST), for an educational policy for the rural community. It is led by the peasants and aims to fight for an educational policy that meets their needs. Our study has the following research question: how do geography teaching pedagogical practices, developed at the rural school, dialogue with the reality of the subjects in the fight for land reform in the Santa Lúcia Settlement? Thus, this research aims to analyze geography teaching pedagogical practices carried out at the Santa Lúcia Land Reform Settlement’s School, in Araçagi, PB. The school has 103 students and 05 teachers, offering early childhood education (kindergarten, pre-school I and II), elementary education (first to fifth grade) and a class of youth and adult education. We use theoretical-methodological procedures from dialectical and historical materialism, aiming to unravel dynamics that generate social inequalities. The qualitative study uses document analysis, participant observation, semi-structured interviews, and field notes for data collection. For obtaining information to analyze and interpret geography teaching practices that strengthen the rural territoriality at the settlement, we draw from participant research insights. Content analyses were carried out in this dissertation. We employed theoretical and methodological frameworks proposed by Freire (2013), Caldart (2004-2011), Arroyo (2011), Fernandes (2011), Lorenzo (2013), Brandão (2009), Machado (2009), Copetti and Callai (2008), Pontuschka (2013), Mazzini (2007), Raffestin (1993), Haesbaert (2004) and in the legal frameworks of rural education. Based on the concept of popular education, we consider that there is a path from rural education to education in the field. Although from the normative point of view, there are advancements for the emancipation of rural individuals, we were able to understand that education in the field is a dispute of perceptions of the world, as emphasized by Paulo Freire. The research points out how much rural education needs to advance in terms of encouraging and promoting public policies. This teaching modality needs more attention, considering that the public power sees the rural area as a locus of knowledge production and not as a mere space for the knowledge monoculture. It is essential that peasant children be guaranteed the right to the knowledge necessary to strengthen their peasant identities. In this context, we understand that the school has a fundamental role in guaranteeing rights but is also a space appropriated by individuals who live and reproduce in rural territory. |
id |
UFPB_c2e8274c6271314e7474c67902e8eda7 |
---|---|
oai_identifier_str |
oai:repositorio.ufpb.br:123456789/30658 |
network_acronym_str |
UFPB |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository_id_str |
|
spelling |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PBGeografia dos assentamentosTerritorialidadesEducação no campoPráticas pedagógicasEnsino de GeografiaMarcos LegaisGeography of settlementsTerritorialitiesRural educationPedagogical practicesGeography teachingLegal frameworksCNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIASRural education is originates on the mobilization and pressure of social movements, in particular the Landless Workers Movement (MST), for an educational policy for the rural community. It is led by the peasants and aims to fight for an educational policy that meets their needs. Our study has the following research question: how do geography teaching pedagogical practices, developed at the rural school, dialogue with the reality of the subjects in the fight for land reform in the Santa Lúcia Settlement? Thus, this research aims to analyze geography teaching pedagogical practices carried out at the Santa Lúcia Land Reform Settlement’s School, in Araçagi, PB. The school has 103 students and 05 teachers, offering early childhood education (kindergarten, pre-school I and II), elementary education (first to fifth grade) and a class of youth and adult education. We use theoretical-methodological procedures from dialectical and historical materialism, aiming to unravel dynamics that generate social inequalities. The qualitative study uses document analysis, participant observation, semi-structured interviews, and field notes for data collection. For obtaining information to analyze and interpret geography teaching practices that strengthen the rural territoriality at the settlement, we draw from participant research insights. Content analyses were carried out in this dissertation. We employed theoretical and methodological frameworks proposed by Freire (2013), Caldart (2004-2011), Arroyo (2011), Fernandes (2011), Lorenzo (2013), Brandão (2009), Machado (2009), Copetti and Callai (2008), Pontuschka (2013), Mazzini (2007), Raffestin (1993), Haesbaert (2004) and in the legal frameworks of rural education. Based on the concept of popular education, we consider that there is a path from rural education to education in the field. Although from the normative point of view, there are advancements for the emancipation of rural individuals, we were able to understand that education in the field is a dispute of perceptions of the world, as emphasized by Paulo Freire. The research points out how much rural education needs to advance in terms of encouraging and promoting public policies. This teaching modality needs more attention, considering that the public power sees the rural area as a locus of knowledge production and not as a mere space for the knowledge monoculture. It is essential that peasant children be guaranteed the right to the knowledge necessary to strengthen their peasant identities. In this context, we understand that the school has a fundamental role in guaranteeing rights but is also a space appropriated by individuals who live and reproduce in rural territory.NenhumaA educação do campo nasce a partir da mobilização e pressão dos movimentos sociais, em especial, o Movimento dos Trabalhadores Rurais Sem Terra (MST), por uma política educacional para os povos do campo. Esse movimento tem como objetivo a luta por uma política educacional que atenda os anseios dos povos do campo, sendo esta protagonizada pelos camponeses. Diante disso, partimos da seguinte questão norteadora: Como as práticas pedagógicas realizadas a partir do ensino de Geografia, desenvolvidas na Escola no/do campo, dialogam com a realidade dos sujeitos no processo de luta pela reforma agrária no assentamento Santa Lúcia? Desse modo, a presente pesquisa tem o propósito de analisar as práticas pedagógicas executadas a partir do ensino de Geografia desenvolvido na Escola do Assentamento de reforma agrária Santa Lúcia no município de Araçagi/PB. Essa Escola atualmente possui um quantitativo de 103 alunos e 05 professores. Oferta o ensino de Educação Infantil (Maternal, Pré I e II) e Ensino Fundamental (1º ao 5º ano) e uma turma de Educação de Jovens e Adultos. Do ponto de vista teórico-metodológico, nos fundamentamos no materialismo histórico-dialético na busca de desvendar as dinâmicas geradoras das desigualdades sociais. Trata-se de uma pesquisa de abordagem qualitativa, tendo como instrumentos de coleta de dados a análise documental, a observação participante, a entrevista semiestruturada e o diário de campo. Com a finalidade de obter informações que permitiram analisar e interpretar as práticas pedagógicas no ensino de Geografia que fortalecem a territorialidade camponesa no assentamento, nos pautamos na pesquisa participante. Nos ancoramos em autores como Freire (2013), Caldart (2004-2011), Arroyo (2011), Fernandes (2011), Lorenzo (2013), Brandão (2009), Machado (2009), Copetti e Callai (2008), Pontuschka (2013), Mazzini (2007), Raffestin (1993), Haesbaert (2004) e nos marcos legais que discutem educação no/do campo. Consideramos que há um percurso da educação rural para a educação no/do campo, a partir da concepção da educação popular. Embora, do ponto de vista normativo, tenhamos tido avanços com vistas à emancipação dos sujeitos do campo, pudemos refletir que a educação no/do campo é uma disputa de percepções de mundo, tal como enfatiza Paulo Freire. A pesquisa apresentada constatou o quanto a educação no/do campo precisa avançar no tocante ao incentivo e promoção das políticas públicas. Essa modalidade de ensino necessita de maior atenção, considerando que o poder público enxergue o campo como lócus de produção do conhecimento e não como mero espaço de monocultura do saber. É fundamental que sejam garantidos aos filhos dos camponeses o direito aos conhecimentos necessários para o fortalecimento de suas identidades campesinas. Nesse contexto, compreendemos que o papel da escola é fundamental na garantia de direitos, como também é um espaço apropriado por sujeitos que vivem e se reproduzem no território camponês.Universidade Federal da ParaíbaBrasilGeografiaPrograma de Pós-Graduação em GeografiaUFPBMarques, Amanda Christinne Nascimentohttp://lattes.cnpq.br/1844052438737310Silva, Junio Santos da2024-07-11T11:45:19Z2023-10-302024-07-11T11:45:19Z2023-08-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/30658porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2024-07-12T06:09:31Zoai:repositorio.ufpb.br:123456789/30658Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2024-07-12T06:09:31Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB |
title |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB |
spellingShingle |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB Silva, Junio Santos da Geografia dos assentamentos Territorialidades Educação no campo Práticas pedagógicas Ensino de Geografia Marcos Legais Geography of settlements Territorialities Rural education Pedagogical practices Geography teaching Legal frameworks CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS |
title_short |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB |
title_full |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB |
title_fullStr |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB |
title_full_unstemmed |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB |
title_sort |
Educação do campo e o ensino de Geografia na escola do assentamento Santa Lúcia Araçagi/PB |
author |
Silva, Junio Santos da |
author_facet |
Silva, Junio Santos da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Marques, Amanda Christinne Nascimento http://lattes.cnpq.br/1844052438737310 |
dc.contributor.author.fl_str_mv |
Silva, Junio Santos da |
dc.subject.por.fl_str_mv |
Geografia dos assentamentos Territorialidades Educação no campo Práticas pedagógicas Ensino de Geografia Marcos Legais Geography of settlements Territorialities Rural education Pedagogical practices Geography teaching Legal frameworks CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS |
topic |
Geografia dos assentamentos Territorialidades Educação no campo Práticas pedagógicas Ensino de Geografia Marcos Legais Geography of settlements Territorialities Rural education Pedagogical practices Geography teaching Legal frameworks CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS |
description |
Rural education is originates on the mobilization and pressure of social movements, in particular the Landless Workers Movement (MST), for an educational policy for the rural community. It is led by the peasants and aims to fight for an educational policy that meets their needs. Our study has the following research question: how do geography teaching pedagogical practices, developed at the rural school, dialogue with the reality of the subjects in the fight for land reform in the Santa Lúcia Settlement? Thus, this research aims to analyze geography teaching pedagogical practices carried out at the Santa Lúcia Land Reform Settlement’s School, in Araçagi, PB. The school has 103 students and 05 teachers, offering early childhood education (kindergarten, pre-school I and II), elementary education (first to fifth grade) and a class of youth and adult education. We use theoretical-methodological procedures from dialectical and historical materialism, aiming to unravel dynamics that generate social inequalities. The qualitative study uses document analysis, participant observation, semi-structured interviews, and field notes for data collection. For obtaining information to analyze and interpret geography teaching practices that strengthen the rural territoriality at the settlement, we draw from participant research insights. Content analyses were carried out in this dissertation. We employed theoretical and methodological frameworks proposed by Freire (2013), Caldart (2004-2011), Arroyo (2011), Fernandes (2011), Lorenzo (2013), Brandão (2009), Machado (2009), Copetti and Callai (2008), Pontuschka (2013), Mazzini (2007), Raffestin (1993), Haesbaert (2004) and in the legal frameworks of rural education. Based on the concept of popular education, we consider that there is a path from rural education to education in the field. Although from the normative point of view, there are advancements for the emancipation of rural individuals, we were able to understand that education in the field is a dispute of perceptions of the world, as emphasized by Paulo Freire. The research points out how much rural education needs to advance in terms of encouraging and promoting public policies. This teaching modality needs more attention, considering that the public power sees the rural area as a locus of knowledge production and not as a mere space for the knowledge monoculture. It is essential that peasant children be guaranteed the right to the knowledge necessary to strengthen their peasant identities. In this context, we understand that the school has a fundamental role in guaranteeing rights but is also a space appropriated by individuals who live and reproduce in rural territory. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-30 2023-08-31 2024-07-11T11:45:19Z 2024-07-11T11:45:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/30658 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/30658 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Geografia Programa de Pós-Graduação em Geografia UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Geografia Programa de Pós-Graduação em Geografia UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
_version_ |
1809927048675721216 |